The Politics of International Testing

Abstract

In recent years, an increasing number of countries have participated in cross-national assessments in education (CNAs), but their impact remains underexplored. We argue that CNA participation increases the capacity and motivation of policymakers to implement improvements in education through mechanisms at the elite, domestic, and transnational levels. We find evidence consistent with our propositions using a mixed-method approach, utilizing: 1. a panel dataset covering all CNAs and all countries in the international system; 2. an original survey of 77 education officials directly responsible for the planning and implementation of CNAs in 46 countries; 3. personal interviews with 48 officials in target states, assessment agencies, and donor agencies. Even after accounting for potential self-selection, CNA participation is associated with increases in net secondary enrollment, particularly for girls, and education aid inflows. Qualitative and quantitative evidence also suggests that CNA participation accelerates education reforms. The empirical results consistently support our prediction that CNA participation has a meaningful impact on education policy and outcomes.